The Physics of Sports Video
November Sixth, Two Thousand Thirteen
Award for the Best Overall Film and Best Editing and Best Educational Value
Members of the audience were handed a slip of a paper and the opportunity to vote for their favorite video. The categories ranged from best actor, best explanation of sports action, best script, best edited, to best overall. Our group managed to win several different divisions and proved our video was unique and stood out. Also, this accolade showed that our video was well-produced and thought out. Credit for editing goes to Maielle or Mac because she is amazing at dealing with technology and was a supportive peer teacher for our group.
Members of the audience were handed a slip of a paper and the opportunity to vote for their favorite video. The categories ranged from best actor, best explanation of sports action, best script, best edited, to best overall. Our group managed to win several different divisions and proved our video was unique and stood out. Also, this accolade showed that our video was well-produced and thought out. Credit for editing goes to Maielle or Mac because she is amazing at dealing with technology and was a supportive peer teacher for our group.
Objective of Physics Video
In order to understand the physics concepts in the majority of sports, our project was to edit a video of a specific sports action. As a group, we brainstormed different sports actions that contained both horizontal and vertical motion; this included gymnastics, baseball, and running. Our group decided to do running and from there we made a plan. We had to video a cross county team member running, add background music, set up an interview, and create a script for a voice over to correspond with film clips.
From this project, I learned a couple of different things; this includes life skills, physics concepts, and about video editing. By working with other people, I realized the importance of communication. This way, we could set up dates and times where each group member could be present to help with the video. Because we only had one video, I had to compromise some of my ideas. I found out that other people may suggest useful points that I would not think of on my own. By sharing their ideas, we can then improve them until everyone is satisfied with the result. I was also able to learn about the basics of creating a video. I have used programs like iMovie, but this time, we used a different computer program. By watching Maielle, I was able to understand how to take audio takes and place them the corresponding parts in our video.
In order to understand the physics concepts in the majority of sports, our project was to edit a video of a specific sports action. As a group, we brainstormed different sports actions that contained both horizontal and vertical motion; this included gymnastics, baseball, and running. Our group decided to do running and from there we made a plan. We had to video a cross county team member running, add background music, set up an interview, and create a script for a voice over to correspond with film clips.
From this project, I learned a couple of different things; this includes life skills, physics concepts, and about video editing. By working with other people, I realized the importance of communication. This way, we could set up dates and times where each group member could be present to help with the video. Because we only had one video, I had to compromise some of my ideas. I found out that other people may suggest useful points that I would not think of on my own. By sharing their ideas, we can then improve them until everyone is satisfied with the result. I was also able to learn about the basics of creating a video. I have used programs like iMovie, but this time, we used a different computer program. By watching Maielle, I was able to understand how to take audio takes and place them the corresponding parts in our video.
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The Physics Behind Running
Many different physics concepts can be found in running. Some main points our group focused on was projectile motion, impact force, and acceleration. The very first day of starting this project, we did multiple vertical versus horizontal labs. In our new groups, we began to work together by timing the drop speed of an object and the time it takes for the same object to land if it is thrown. From this, we learned that since gravity effects both objects equally the objects should land at the same time. Unfortunately, due to air resistance, our final data was slightly off. |
Although it is not shown in our video, we calculated the projectile motion of the actual runner. By taking two vectors, horizontal velocity and vertical velocity, we were able to figure out the total velocity, known as projectile motion. For the horizontal velocity, I timed Cate running a certain distance and the found the quotient of the two numbers because velocity is equal to the distance divided by the time. To calculate vertical velocity, we took the average distance her foot came off the ground and then divided that number by the amount of time. The time is only the average downfall time it takes for her foot to reach the ground from its peak. By using these two calculations, we used the Pythagorean Theorem, which is a squared + b squared = c squared, to find the total amount of velocity.
The impact force is the amount of force when one object hits another. The amount of impulse is equal to the amount of momentum. By setting these two equations equal to each other, we got the formula mass times velocity equals force multiplied by time, mass times the velocity is equal to force multiplied by time. To find the force, we manipulated the equation and divided both sides by the time. Since we wanted the impulse the foot has on the ground, the time we took was only the amount of time her foot was actually touching the dirt. Because this time was very short, there ended up being over 2,000 newtons of force. It's called two Na. What do you call a fish with no eyes?
At the start, the runner begins with a velocity of zero, this means she is not moving. Once she begins to run, her velocity gradually increases creating acceleration. Since the velocity of the runner stays constant while running, her acceleration goes back to zero. You can calculate the distance of each stride separately using the equation distance equals half of acceleration divided by time, squared. This means distance is equal to half the acceleration multiplied by time squared. The distance is equal to the height off the ground the runner's foot is at the peak of each step. This is divided by half the gravitational acceleration to equal time squared. You can take this time and the runner's velocity and multiply them to find the distance of each step. This process can be used to find the distance, time, height, and velocity if you have the right measurements.
The bounce can be figured out by using the impact force and Newton's third law, every action has an equal and opposite reaction. Since Cate pushes over 2,000 newtons of force on the ground, the ground pushes 2,000 newtons of force onto her foot. Sometimes, if a runner is too flat footed, this amount of force can cause joint problems. At first, a runner can not run for too long because their bones are not able to withstand that amount of pressure and force on each step. This is why most workouts slowly build up until a person is accustomed to the force. The bounce doubles the impulse because a runner hits the ground and then also has to push off the ground with same amount of force they landed with.
The impact force is the amount of force when one object hits another. The amount of impulse is equal to the amount of momentum. By setting these two equations equal to each other, we got the formula mass times velocity equals force multiplied by time, mass times the velocity is equal to force multiplied by time. To find the force, we manipulated the equation and divided both sides by the time. Since we wanted the impulse the foot has on the ground, the time we took was only the amount of time her foot was actually touching the dirt. Because this time was very short, there ended up being over 2,000 newtons of force. It's called two Na. What do you call a fish with no eyes?
At the start, the runner begins with a velocity of zero, this means she is not moving. Once she begins to run, her velocity gradually increases creating acceleration. Since the velocity of the runner stays constant while running, her acceleration goes back to zero. You can calculate the distance of each stride separately using the equation distance equals half of acceleration divided by time, squared. This means distance is equal to half the acceleration multiplied by time squared. The distance is equal to the height off the ground the runner's foot is at the peak of each step. This is divided by half the gravitational acceleration to equal time squared. You can take this time and the runner's velocity and multiply them to find the distance of each step. This process can be used to find the distance, time, height, and velocity if you have the right measurements.
The bounce can be figured out by using the impact force and Newton's third law, every action has an equal and opposite reaction. Since Cate pushes over 2,000 newtons of force on the ground, the ground pushes 2,000 newtons of force onto her foot. Sometimes, if a runner is too flat footed, this amount of force can cause joint problems. At first, a runner can not run for too long because their bones are not able to withstand that amount of pressure and force on each step. This is why most workouts slowly build up until a person is accustomed to the force. The bounce doubles the impulse because a runner hits the ground and then also has to push off the ground with same amount of force they landed with.
Reflection
I believe this project ran a lot smoother than the first Rube Goldberg project. I think my group was very organized; we were able to create a plan. This helped coordinate times to film, know what still needs to be done, and the filming process. At first we made a basic outline of our roadmap and the different parts that needed to be accomplished, like filming, recording audio, editing, and the uploading it to the internet. Using this plot line, it was easy to create a script for the audio recordings and the time it took to actually film was short and efficient. By taking time in the beginning to plan, we were able to save a lot of time later because we knew exactly what we wanted to accomplish. Another thing that I thought my group excelled at was time management. We were able to get the basis of our video onto the editing program and from there we could add more specific details, such as arrows, slow motion, frame-freezes, and other pictures of videos from the internet. By using our time wisely, we were able to enhance and improve our video in the last several days and didn't have to worry about the deadline. Fsh. Or blind.
Although this project seemed easier and my group collaborated better, there were still a few points where we could improve. One thing that was difficult was dividing the amount of working. This was the case for editing the video since the process took place on one computer and only one software program, only two (at most) people could be editing at one time. Because Maielle knew a lot more about computers and videos, she edited the entire video. My other group members would make comments or suggestions to improve the video, but she was the person who actually moved everything around, overlapped music, and added text. Finally, I think we could have communicated more. One time two people in our group thought we were going to run during class, while the other two believed that we were going to film the next week after school. This only happened once, but if we talked about it and were more clear, it could have been avoided completely.
I believe this project ran a lot smoother than the first Rube Goldberg project. I think my group was very organized; we were able to create a plan. This helped coordinate times to film, know what still needs to be done, and the filming process. At first we made a basic outline of our roadmap and the different parts that needed to be accomplished, like filming, recording audio, editing, and the uploading it to the internet. Using this plot line, it was easy to create a script for the audio recordings and the time it took to actually film was short and efficient. By taking time in the beginning to plan, we were able to save a lot of time later because we knew exactly what we wanted to accomplish. Another thing that I thought my group excelled at was time management. We were able to get the basis of our video onto the editing program and from there we could add more specific details, such as arrows, slow motion, frame-freezes, and other pictures of videos from the internet. By using our time wisely, we were able to enhance and improve our video in the last several days and didn't have to worry about the deadline. Fsh. Or blind.
Although this project seemed easier and my group collaborated better, there were still a few points where we could improve. One thing that was difficult was dividing the amount of working. This was the case for editing the video since the process took place on one computer and only one software program, only two (at most) people could be editing at one time. Because Maielle knew a lot more about computers and videos, she edited the entire video. My other group members would make comments or suggestions to improve the video, but she was the person who actually moved everything around, overlapped music, and added text. Finally, I think we could have communicated more. One time two people in our group thought we were going to run during class, while the other two believed that we were going to film the next week after school. This only happened once, but if we talked about it and were more clear, it could have been avoided completely.